(SKKN 2022) Some methods to improve the efficiency of teaching listening skill in grade 8 at Tan Son Secondary school.

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THANH HOA COMMITEE DIVISION OF EDUCATION AND TRAINING INNOVATIVE EXPERIENCE SOME METHODS TO IMPROVE THE EFFICIENCY OF TEACHING LISTENING SKILL IN GRADE AT TAN SON SECONDARY SCHOOL Writer: Nguyen Thi Thao Position: Teacher Working unit: Tan Son secondary school Innovative experience belongs to the subject: English THANH HOA, YEAR 2022 Table of Contents Contents Pages - THE OPENING 1-2 1.1 -The reasons for topic : 1.2 - Research purpose: 1.3 -Research objects: 1.4 - Research methods: 1.5 - The innovation of experience 2-15 - THE CONTENT OF THE INNOVATIVE EXPERIENCE 2.1 – Rationale 2.2- The reality of problem: 2.3- Solutions and implements: 1.Solutions 2.Implements 14 2.4 – The results achievements after application of 15 themes 15-18 - CONCLUSIONS AND RECOMMENDATIONS 15 16-17 3.1 - Conclusions 3.2 - Recommendations Reference material 18 THE OPENING 1.1.The reasons for topic: Nowaday, the economy of the countries in the world is growing the politics of cultural exchange, between the national society is increasingly expanding To communicate with the others, requiring different countries in the world have to know the proficient use a common language apart from their mother tongue In the popular language of communication in the world, English is a common one which is considered to be the most popular language For years, learning foreign language is increasingly popularized and this subject has become a compulsory subject in all schools Therefore, the requirements set out how to achieve quality teaching hours and high efficiency This requirement requires the teachers to improve themselves not only on the qualification but also on teaching methods and teaching techniques Comprehending and understanding a language is necessary when students are learning a new language due to the fact that people always need to communicate and interact with others in different moments or situations in their lives This paper will focus on listening, but always combined with grammar, as a way of helping learners to understand the language system and to develop their ability by using it to communicate successfully inside and outside the classroom Communication skills comprise receptive skills and productive skills Listening and reading are receptive skills while speaking and writing are productive skills Receptive skills are these in which students receive and process the information but not need to produce a language to this, while productive skills require the production, for instance, a speech Listening, as we know, is the skill of understanding spoken language Listening is an essential skill, present in most of the activities we carry out throughout our lives We listen to a wide variety of things, for example; what someone says during a conversation, face to face or on the telephone; announcements giving information, for example, at an airport or railway station; the weather forecast on the radio; a play on the radio; music; someone else’s conversation; a lecture; professional advice, for example, at the doctor’s, in the bank; instructions, for example, on how to use a photocopier or other machinery; directions; a taped dialogue in class In fact, to get good listening skill, the English language learners need to have a process of regular exercise daily, weekly and monthly with the content and form of different technologies Teaching listening and learning skills in English, though it is not new, but a very difficult skill for both teachers and students at secondary school level That's the reason why the actual situation like this, I figure research ideas into this subject partly in the hope of helping the English teachers and students gradually overcome the difficulties to carry out implementation of teaching and learning in English Listening carefully horizontal effective better help students learn English more positively, more proactively in acquiring, perceiving knowledge of the lesson For these reasons above, as an English language teacher in Tan Son secondary school and I always wonder how to help students reach English easily through four basic skills: Listening - Speaking - Reading - Writing However, They find listening skill the most difficult skill though some of them are very good in the application of grammar exercises They are interested in learning English in Grade 6, 7, but over time they feel afraid, decreased interest, learn and lead his people to the quality department increasingly decline in the grade on, especially because of their listening skill in grade Through practical research and teaching to remedy this situation, I boldly launched an innovative experience “Some experiences to improve the efficiency of teaching listening skill in grade at Tan Son secondary school.” 1.2 Research purpose: My purpose in writing this initiative experience finds out what the most common and effective methods in developing listening skill and improve the quality of teaching English at Tan Son secondary school, help students understand the importance of listening skill in learning English Beside that I can cultivate myself the professional capacity in teaching, improve the teaching methods appropriately for each positive post, each subject students to improve the quality of teaching and learning English at Tan Son secondary school 1.3 Research objects: Initiative experience focused on teaching methods to improve the efficiency of listening hours and improve the quality of English at Tan Son secondary school 1.4 Research methods: In the process of implementing initiatives I have used the following research methods: - Research methods build the theoretical basis through of the search documents on teaching listening skills - Survey method, comparative, analysis and synthesis - Research method the tables 1.5 - The innovation of experience - Motivate the knowledge - Innovation THE CONTENT OF THE INNOVATIVE EXPERIENCE 2.1 Theoretical basis of the initiative To innovate textbooks, innovative teaching methods, to coordinate and implement different process data as well as skills to a stringent and uniform way of living? How is life? That we had a need to teach the new intonation, all four skills but questioned whether viewing skills is more important skill or not? Many people believe that Reading and Writing skills are important for today's mass media Books, newspapers, documents written many foreign language is English Some people argue that the English Some argue that speaking the target is essentially the most essential communication IEP, especially communicating with foreigners But few believe that, in addition to us expressing their opinion we have to hear from the enemy, the object of which we are communicating Such dialogue can succeed This led the reason why we should not use many methods monologue in social relationships Starting from the reasons that I chose the title for his experience in the teaching process, which is “Some experiences to improve the efficiency of teaching listening skill in grade at Tan Son secondary school.” I look forward foreign language teachers take some time can reference and valuable input to the opinions and experiences of I 2.2 Status of the research problem Tan Son Secondary School is a school which belongs to Thanh Hoa city, with classes and a teacher of English Although our school is facing a lot of difficulties, we always strive the movement of good teaching - good learning, the movement for improving the quality of education, the facilities for teaching, learning are more be applied fully But besides that there are still some limitations: As a secondary school belongs to a countryside commune, spirit is weak, many traditions are backward, less exchange exposure The majority of parents of students are less interested in the education of children mainly mercy only for school education and some also have a Vietnamese perspective is also not all learn how to learn English Some want attention, but the level is still inadequate, unreasonable method So there are many lazy students * Toward the teachers: - Still some teachers have difficulty in performing tasks, vocationaltechnical, it is still difficult in the selection of technical vocational training to suit each lesson content, to suit each pupils and each stage of the listening lesson * Toward Students: - Motor learning, practice English listening skills of students is limited - Students have few opportunities to hear English, they have very little chance of access to the mass media modern, advanced to the last bared that can understand English - Students in school longer afraid, yet strong in listening and speaking in English, they are also afraid of making mistakes in the process heard English - Train new skills and technology was difficult for students, especially for students of grade *Means and teaching aids: - Teaching aids for teaching serves Listening skills are not good *Investigators specifically: - I have taught English in secondary school for 20 years from that I myself have been assigned to teach English across the school grades 6,7,8 and With the knowledge, experience in these years Although I have had valuable experience in the process on the teaching all grades for many students, I also have difficulty in finding the most suitable way to teach the students effectively, especially in listening skill I really found it very important to change my approach so I confidently did it At the school year 2020 - 2021, I was assigned to direct professional teaching English of grade at Tan Son secondary school Through investigation, I realized that most uncertain vocabulary, English vocabulary was not large, English Listening skill is limited, failing to meet the requirements and objectives set out for education in general subjects and listening skills in particular Here are the survey results quality in the first semester listening skill of students of grade at Tan Son secondary school - school year 2020 - 2021: Table 1: First semester of the school year 2020 - 2021: Excellent % poor Number % Weak Number % Medium Number % Number Number Amounts The school School year Class Good % 10,5 2020 2021 8A 38 5,1 21,1 18 47,5 15,8 10,5 Starting from the above reality I strongly improved, gradually additional the new teaching method applied to the English periods in genera, in the year after to see the results markedly 2.3 Solutions and implements: 2.3.1 The solutions: To attract the attention of students and improve the efficiency of listening hours, I conducted the following solutions: * The equipment needed for the course : Computers, Computer speaker, TV Recorders readings and listening textbook Pictorial content and textbook lessons The illustrations, equipment * The Ten principles of listening: Stop talking Prepare yourself to listen Put the speaker at ease Remove distractions Empathetic Be patient Avoid personal prejudice Listen to the tone Listen for ideas – Not just words 10 Wait and watch for non - Verbal communication * Procedures of a general listening: In fact, listening is still a difficult skill for students To overcome these difficulties while listening, I often use the following measures: - Introduce topics which involve listening, explain new words, concepts will listen - Give questions to help students predict the content will listen - Introduce new words or revision, consolidate the vocabulary needed for all to listen - Give out guiding questions to listen - Divide the process of listening step by step: The first time: Listening the main, answers to questions The second one: Listening more details - If the long listening lesson we divide into short - term for the student to listening, there are various specific requirements As usual the structure of the listening lesson is usually composed of three main parts: Pre-listening While -listening Post-listening Because the listening lessons are difficult, the teacher should require to apply correctly and fully the steps of a listening lesson In each stage must choose appropriate, always changing methods, teaching tips to attract students, they will be excited, will increase efficiency of the listening lesson Here I would like to present some of the methods, tricks I normally applied in the teaching in general and especially in the listening lessons 2.3.2 Implements: The first work when the teacher entered the class-opening a school is the general pedagogic purposes to stabilize class, psychological preparation, knowledge of subjects With foreign language operate on school has a very important meaning, it is as a part of the lesson that without it, the next step is not or difficult to carry out these activities Particularly, situations created role, poses with the purpose of teaching activities - this is a necessary condition to have effective lessons Prepare plans for an English Listening Lesson A Revision – Warm up: to focus their attention create excitement by some short game (bingo, pelmanism, brainstorming ,guessing game, Kim’s game, chain game, crossword puzzle Ex : * Brainstorming: Unit 1-lesson 2: ask students to think of the adjectives used to describe body build and hair tall straight slim Body build Fat thin Hair long *Bingo: Unit Lesson 5: - Ask Ss to write down on their notebooks things they can eat - Prepare a list of food Then call out each word in aloud voice - Ss listen to the teacher carefully If anyone has the same things ,they cross them out The first person crossing out all things shouts “Bingo” and win the game - Suggested list of food: chicken, beef ,cake, candy, garlic , noodles, rice, ham, peas, *Guessing :Guess from context: What actions? (Unit 9-Lesson 3) - Ask Ss to look at the picture on page 82 and write out all the verbs describing the actions of the people in it - Tell Ss the group having the most right verbs is winner - Answer key: drive, wheel, move, push, weigh, wait, lie, stand, lean *Crossword puzzle: Unit 14-Lesson - Put the chart on the board L O S E C L U E - Ask Ss to draw the crossword in their note books - Ask Ss to listen and fill in the crossword Unable to find sth/so Something that help you find out an answer to a question A very thick forest To make a suggestion Collect Ss’answers and give them good points if they are right There are many other activities, but every activity I always guide clearly, definitely, in particular I often encourage them, put an exact repair These activities have helped them a lot in the next receptive listening easily In summary: You can apply various techniques, many methods in the Revision - Warm up is really effective and perform many different tasks to create attention of students, class stability and control oldest investigation and help students psychological preparation for their lesson B Pre - Listening: - This is the first stage of orientation to help students think about the subject or situation or content before students to listen - Teachers should create confidence for the students when they prepare to lead by listening, suggestive hearing about the topic, ask students to observe the pictures, read from passages and guess what they will hear about preparation what subject, who is about to talk to someone, somewhere, about something - Teachers can ask students to work in teams, guess preliminary hearing about upcoming content through pictorial or listening situations Maybe they say exactly what they are going to hear but the problem is that you can create for students the excitement and confidence before listening - Teachers help them to anticipate the difficulties that students may encounter in pronunciation or new structures, new knowledge - Finally teachers make it clear to students that they will be heard many times, and guidance requirements, specific tasks for the students to listen (Choose the right / wrong answer ) B1 Pre-teaching: Vocabulary The purpose of this section is to introduce students to some new words will be heard or related to the listening text These words will help them to be somewhat shaped portion of the listening I also use these tips to teach the vocabularies, such as: * Visuals:(tranh , ảnh ) Ex : - eye chart (n): bảng đo thị lực - stretcher(n): cáng * Synonym/antonym: - satisfactory (adj)>